Pedagogical translanguaging offers a well-established orientation for supporting multilingual learners, yet teachers in intensive English programs often struggle to operationalize these principles within curriculum structures prioritizing rapid language acquisition. This study examines how key concepts from Content and Language Integrated Learning (CLIL), the 4Cs Framework and Language Triptych, can serve as practical planning tools to help English as an Additional Language (EAL) teachers to operationalize pedagogical translanguaging within the constraints of Australian New Arrivals Programs (NAP). Drawing on qualitative data collected across two school terms with two NAP teachers, and using expansive learning theory as an analytical framework, we trace teachers' transformation through structured collaboration with university researchers. Findings reveal CLIL concepts enabled teachers to move beyond translation-focused activities toward comprehensive integration of students' meaning-making repertoires, reconceptualizing culture as 'culture of learning' and creating genuine spaces for student agency. We argue CLIL planning tools provide a structured pathway for operationalizing pedagogical translanguaging, enabling EAL teachers to establish culturally sustaining practices within existing institutional constraints. The study has implications for EAL teacher education seeking practical approaches to enacting translanguaging principles.
This article examines how students perceived inclusion during a six-week implementation of Critical Collaborative Dialogue (CCD) in an Australian Year 5/6 classroom. Drawing on students' post-discussion interview and focus group data, the analysis characterises how inclusion was experienced when whole-class talk felt open to diverse contributions, safer to enter, and consequential for the direction of inquiry. Students contrasted these experiences with their ordinary experiences of classroom discussion, describing more willingness and confidence to contribute, greater ownership of the discussion, and a stronger sense that ideas influenced where the inquiry was going. They associated these conditions with increased agency, confidence, and relevance. By specifying inclusion as students experienced it in practice, this paper refines accounts of dialogic pedagogy and offers actionable guidance for planning whole-class talk so that participation feels fair, shared, and intellectually serious.
This article explores how 12th grade students in Estonia demonstrate metalinguistic awareness when reflecting on their argumentative essay writing. Drawing on Gombert's framework and genre pedagogy (Martin), the study investigates what kinds of metalinguistic reasoning surface when students talk about their own texts. Ten students wrote exam-style argumentative essays following a Sydney School inspired genre pedagogy approach and subsequently took part in semi-structured post-writing interviews. Interview transcripts were qualitatively coded for instances of metatextual, metapragmatic, metagrammatical and metasemantic awareness, alongside comments on writing processes and use of metalanguage. Metatextual awareness emerged most prominently, as students planned, monitored and revised structure using genre-specific metalanguage, positioning structure as a key meaning-making resource. Metapragmatic and metasemantic awareness appeared in reflections on register, 'essay-worthy' examples and stylistic choices, while metagrammatical awareness was largely driven by a correctness-oriented focus on standard language norms. The findings suggest that genre-based instruction and dialogic post-task reflection can open up productive spaces for metalinguistic articulation, but in an exam-driven context they also risk narrowing language awareness to mastering one tightly regulated genre. The article discusses implications for designing writing pedagogies that balance genre scaffolding with opportunities for more flexible, voice-sensitive metalinguistic reflection.
This article explores student teachers' motivations for entering teacher education and to pursue a degree in teaching the Swedish L1 subject. Using Q methodology, the study examines how 58 newly admitted student teachers at four universities in Sweden rank order 41 statements related to their choice of teacher education. Three significant factors are identified, each representing a composite picture of a group of student teachers' motivations for becoming L1 teachers. These factors are interpreted in relation to previously identified paradigms and conceptions of L1 education, as well as to motivational categories for entering teacher education. The factors primarily differ in the value placed on subject content: the first factor shows little interest in the L1 subject, whereas the second factor is driven by a personal interest in literature and reading and the third factor by the opportunity to contribute to pupils' development of communicative skills and critical thinking. The findings reveal considerable variation in motivations for pursuing L1 teacher education, with implications for recruitment and retention in teacher education programs.
As English-medium instruction (EMI) expands in higher education, reading plays an increasingly central role in students' academic participation. However, EMI research often frames reading primarily as a linguistic or comprehension challenge, overlooking how learners engage with texts to construct disciplinary knowledge. Drawing on sociocultural and multiliteracies perspectives, this study reconceptualises reading as a process of semiotic design and examines how students interpret and redesign sustainability-related texts multimodally in an EMI context. The study was conducted in an elective Reading Skills course at a public university in T & uuml;rkiye and involved four undergraduates enrolled in EMI programmes. Data included student-produced infographics, written reflections, and semi-structured interviews. Using reflexive thematic analysis alongside social semiotic multimodal analysis, the study traced how students transformed source texts into redesigned multimodal representations. Findings position reading as situated interpretive practice shaped by students' lived experiences, disciplinary orientations, media habits, and ethical positioning. Multimodal redesign emerged as a key site of learner agency, where students enacted epistemic and representational decision-making through selection, emphasis, and modal orchestration. Across cases, learners organised knowledge through distinct epistemic logics, namely statistical, distributional, procedural, and chronological, demonstrating how multimodal redesign reconfigures disciplinary meaning and challenges deficit views of EMI learners as linguistically constrained readers.
